Ecological systems theory and second language research

“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments which it situated. Numerous theoretical perspectives were introduced that aim capture contextual forces at work learning, including but not limited Activity Theory, Complexity Sociocultural Theory. Theory holds a learner's motives (human needs directed towards an object) are highly malleable, subject influence of such variables as institutional rules, community, tools artefacts available (see Leont'ev, 1978, 1981 who popularised from Sergei Rubenstein's founding also Engeström's more current 1999). widely adopted both physical social sciences, originates physics (Martin et al., 2019). was later into Diane Larsen-Freeman posits learning only process volatile emerging system components (e.g., learners, teachers, schools) engaging constant vibrant interactions (Larsen-Freeman, 2014). highlights sociocultural contexts where takes place (Lantolf, 2000; Vygotsky, 1978). Informed constructivist view key concepts scaffolding teachers’ support for learners) put forward. In particular, Vygotsky argues communication plays indispensable role learning. Extrapolating Vygotsky's research, Swain (2006) claims languaging , dialogues among learners discuss issues important L2.